Program Schedule

[PROGRAM SCHEDULE]

Sunday, July 10th 3:00pm – 6:00pm Academy Room WPA Workshop Begins

6:00pm – 9:00pm Irvin and Sarah Peckham’s Home Dinner

Monday, July 11th 6:30am – 8:30amThe Kingfish Restaurant Complimentary breakfast for all registered hotel guests

9:00am – 4:30pm Louisiana Room WPA Workshop

12:30pm – 1:30pm University Room Lunch

Tuesday, July 12th 6:30am – 8:30am The Kingfish Restaurant Complimentary breakfast for all registered hotel guests

12:30pm – 1:30pmUniversity Room Lunch

Wednesday, July 13th 6:30am – 8:30am The Kingfish Restaurant Complimentary breakfast for all registered hotel guests

9:00am – 4:00pm Paramount Room CWPA-AP Conversation (closed meeting)

12:30pm – 1:30pm King Room Lunch

6:00pm – 9:00pm Tsunami Dinner for workshop participants Thursday, July 14th 6:30am – 8:30am The Kingfish Restaurant Complimentary breakfast for all registered hotel guests

12:00pm – 5:00pm The Gallery Exhibits

9:00am - 4:00pm Louisiana Room Program Assessment for WPAs: A Day-Long Workshop and Resource Festival Bob Broad, Illinois State University; Michele Eodice, University of Oklahoma; Diane Kelly-Riley, Washington State University

9:00am - 4:00pm King Room Tectonic Shifts in Basic Writing Peter Dow Adams, Community College of Baltimore and Kelly Ritter, University of North Carolina, Greensboro

11:15pm - 4:30pm Capitol Room CWPA Executive Board Meeting (Closed Session)

1:00pm - 4:30pm Paramount Room Meeting of the Independent Writing Departments and Programs Affiliate

3:00pm - 4:30pm Capitol Room CWPA Committee Meetings

5:30pm – 9:30pm Riverview B

 Opening Banquet  Conference Welcome and Set-Up  Banquet Meal  Opening Plenary Address

“You Never Know How American You Are Until You Travel” Charles Bazerman, University of California, Santa Barbara; Introduced by Linda Adler-Kassner, University of California, Santa Barbara

Friday, July 15th 6:30am – 7:45amThe Kingfish Restaurant Complimentary breakfast for all registered hotel guests

7:45 – 8:15 Riverview B Presentation of prizes for Elevator Pitch contest and daily announcements

7:00am – 7:00pm The Gallery Exhibits

8:00am – 6:00pm Riverview A Open Conversation Session

8:30am- 9:45am A SESSIONS

A1 The University Room PEDAGOGY Writing/Reading: Reading/Writing: A Curricular-Design Case Study of Literacy Inter-Relations Jane Detweiler, University of Nevada Reno Meghan Sweeney, University of Nevada Reno Crystal Colombini, University of Nevada Reno

A2 Heidelberg Ballroom ASSESSMENT Writing About Writing; Tracking Knowledge How Do We Know if “Enough” Writing is Being Taught and Assigned in the Courses in Our Writing Programs? Joyce Adams, Brigham Young University Proving What You Don't Know: A Story of Writing Mastery in Progress Joyce Walker, Illinois State University How the WSU Placement Exam Model Changed our FYC Outcomes Kimberly Drake, Scripps College

A3 Paramount Room FYC AND THE FUTURE This session is sponsored by the Conference on College Composition and Communication. Where Are They Going and Why? How Can We Empower Them to Stay? Retention and First-Year Composition Courses Beth Brunk-Chavez, University of Texas at El Paso Judith Fourzan-Rice, University of Texas at El Paso Todd Ruecker, University of Texas at El Paso

A4 Louisiana Room MENTORING Frameworks for Scholarly Success: An Open Roundtable with Journal Editors Kelly Ritter, University of North Carolina, Greensboro Lauren Fitzgerald, Yeshiva University Alice Horning, Oakland University Debra Frank Dew, University of Colorado, Colorado Springs Glenn Blalock, Our Lady of the Lake College Kathleen Yancey, Florida State University A5 King Room WAC/WPA Choosing to Succeed: Themed Approaches to Second-Semester Comp Michelle Sidler, Auburn University Elizabeth D. Woodworth, Auburn University at Montgomery Robert Cummings, University of Mississippi Karen Gardiner, University of Alabama Jessica Kidd, University of Alabama

A6 Governor Room WAC/WPA Fully Utilizing WAC Ideals Inside Job: Using Your Magical WPA Powers to Adapt First-Year Composition to Multiple WAC Environments Jennifer Dorsey, Saint Louis University Shifting Particles, Transforming Waves: A New Model of WAC Pamela Flash, University of Minnesota Crosstalk Among Colleagues: Developing WAC TA Training Programs Tanya Rodrigue, Wheaton College, Massachusetts

A7 Victory Room FYC AND THE FUTURE Creating Success: The Mediums for Freshmen Composition Specializing Composition: Business Writers-Business Documents Jeannie Waller, University of Arkansas Fayetteville Teaching Authority and Authorship through Television Amy Hodges, University of Arkansas Fayetteville Writing to Promote Scientific Inquiry Jennifer Miller Mallette, University of Arkansas Fayetteville

A8 Capitol Room ASSESSMENT Assessing From the Outliers Creating an Assessment Community Laura Patterson, Seton Hill University Emily Wierszewski, Seton Hill University Shifting the Shift from Analog to Digital in Writing Program Assessment Josh Lederman, Wellesley College The Functions of Student Participation in the Required Writing Classroom Genevieve Critel, Ohio State University

9:45am- 9:55am BREAK Sponsored by Bedford/St. Martins

10:00am- 11:15am B SESSIONS B1 University Room WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS Not Necessarily a One-Way Street: The Bidirectional Relationship Between The Writing Center and the Composition Classroom and Their Role in Graduate Student Mentoring. Courtney Stanton, Temple University Meaghan Brewer, Temple University Gabriel Cutrufello, Temple University Rachel Edwards, Temple University

B2 Heidelberg Ballroom PEDAGOGY Pre-Collegiate Programs that Award College Composition Credit: Can’t We All Get Along? David Jolliffe, University of Arkansas Duane Roen, Arizona State University Linda Adler-Kassner, University of California, Santa Barbara Rita Malenczyk, Eastern Connecticut State University Roger Cherry, Ohio State University Danielle Zowatny Wetzel, Carnegie-Mellon University Jacqueline Rackard, Broward County Schools Carolyn Calhoon-Dillahunt, Yakima Valley Community College Kristine Hansen, Brigham Young University Alice Horning, Oakland University Debra Frank Dew, University of Colorado at Colorado Springs Joseph Janangelo, Loyola University of Chicago

B3 Paramount Room PEDAGOGY Learning Design and the WPA Outcomes Statement: Crafting Educationally Aligned Writing Courses Lisa Johnson-Shull, Washington State University Dale Grauman, Washington State University Stephanie Lyells, Washington State University Anne Ritter, Washington State University

B4 Louisiana Room MENTORING WPA Leadership: Training, Improvising, Sustaining, and Beyond Stephen Wilhoit, University of Dayton Carol Rutz, Carleton College Keith Rhodes, Grand Valley State University

B5 King Room THEORETICAL PERSPECTIVES/WPA Effects on Our Writing Programs How Do You Build Ongoing Innovation into Your Writing Program? Michelle Navarre Cleary, DePaul University Advanced Composition Revisited: Opportunities for Outreach and Vertical Integration of WPA Goals Sheila Carter-Tod, Virginia Tech, Blacksburg Kerry Dirk, Virginia Tech, Blacksburg Not Just a Bake Sale: Writing Programs and University Entrepreneurial Initiatives Susan Meyers, Oregon State University

B6 Governor Room WAC/WPA Pros and Cons of Intertextuality Across Disciplines Intertextuality and the Research Process Paul Dan Martin, University of Central Florida Our Knowledge, Their Program? Hannah Furrow, University of Michigan-Flint

B7 Victory Room MENTORING Breaking out of the Ghetto: Negotiating Success for the Expanded Composition Program at the University of Southern Mississippi Joyce Inman, University of Southern Mississippi Ann McNair, University of Southern Mississippi

B8 Capitol Room THEORETICAL PERSPECTIVES/WPA Writing Infrastructures in Small Liberal Arts Colleges Re-thinking Writing Instruction in a Small Liberal Arts University Scott Rogers, Ohio Northern University Lisa Robeson, Ohio Northern University Inner Workings: Studying the Local Conceptual Infrastructure of Writing Anita DeRouen, Millsaps College

11:30am- 1:15pm RIVERVIEW B

 Buffet Lunch  Awards Ceremony  Plenary Address

“Writing Programs Without Administrators: Frameworks for Successful Writing Programs in the Two- Year College” Carolyn Calhoon-Dillahunt, Yakima Valley Community College. Introduced by Duane Roen, Arizona State University

1:30pm- 2:45pm C SESSIONS

C1 University Room ASSESSMENT Active Assessment: Engaging Composition Instructors and Future WPAs in the Development of Rhetorically-Based Assessment Practices Melody Pugh, University of Michigan Crystal VanKooten, University of Michigan Joanna Lin Want, University of Michigan

C2 Paramount Room MENTORING Strategies for Constructing Effective CVs: Part 1 Duane Roen, Arizona State University Joseph Janangelo, Loyola University Chicago In Memory of Stuart Brown Sponsored by WPA-GO

C3 Heidelberg Ballroom LABOR DIVIDE Can Labeling Define Our Roles and Limit Advancement? (Un)Defining Roles in Collaborative Writing Program Administration: Can Blurring Roles Benefit Writing Programs? Joyce Stewart, University of Wyoming Getting Specific: Graduate Students, The Statement of Principles, and a Framework (for Success) for Staffing Writing Programs Kelly Kinney, SUNY-Binghamton Credentialing College Writing Teachers: WPAs and Labor Reform Steve Lamos, University of Colorado, Boulder Trend, Victim, Crisis, Ally: Key Terms in Discussions of Adjunct Faculty in Composition Angela Petit, Idaho State University

C4 Louisiana Room MENTORING Genre, Voice, and the Riddle of Reading Deborah Mutnick, Long Island University Alice Horning, Oakland University

C5 King Room THEORETICAL PERSPECTIVES/WPA What We Think We Know and What We Can Find Out: How Do We Measure Student Preparedness for College Writing? Meredith Love, Francis Marion University Matthew Nelson, Francis Marion University

C6 Governor Room PEDAGOGY K-16- Theory from the Start Writing Wyoming: Local Articulations Between the Common Core and the CWPA Framework Mary P. Sheridan, University of Wyoming Moving Up: Re-Framing Expectations in Light of No Child Left Behind Heather Lindenman, University of Maryland Metaphors, Definitions and Assumptions about Writing and Writing Pedagogy: Juxtaposing the Common Core State Standards and The Framework for Success in Postsecondary Writing Kevin Hooge, University of California, Santa Barbara C7 Victory Room DIGITAL The Technological Gateway: Threshold or Barrier for Basic Writers Abby Forster, Northeastern Illinois University Andrew McGuire, Northeastern Illinois University Marcia Buell, Northeastern Illinois University

C8 Capitol Room DIGITAL Does the Digital Add or Subtract? Exploration v. Evaluation in Online Learning Steph Brown, University of Virginia Sara Bryant, University of Virginia Angela Nemecek, University of Virginia Does Innovation Equal Success?: Writing Programs, Electronic Media, and Teacher Response Jeanne Marie Rose, Penn State University, Berks

2:45pm- 2:55pm BREAK Sponsored by Bedford/St. Martin’s

3:00pm- 4:15pm D SESSIONS

D1 University Room THEORETICAL PERSPECTIVES/WPA Values and Visions: (Re)Framing Writing Programs on the Web Michael Sutcliffe, Washington State University Vancouver Justin Obara, Washington State University Jill Bohle, Washington State University

D2 Heidelberg Ballroom LABOR DIVIDE Safety Nets and Golden Handcuffs: Renewable Faculty Appointments in First-year Writing Programs Doug Hesse, University of Denver Denise Comer, Duke University George Cusack, University of Oklahoma

D3 Paramount Room FYC AND THE FUTURE Initial Findings from a Collaborative Information Literacy Assessment Project: "The Quandary of Information Literacy in the First Year English Curriculum" Michelle LaFrance, UMass Dartmouth Nancy Bension, UMass Dartmouth

D4 Louisiana Room MENTORING Writing For and Submitting To WPA: Writing Program Administration Alice Horning, Oakland University Glenn Blalock, Our Lady of the Lake College Debra Frank Dew, University of Colorado, Colorado Springs

D5 King Room ASSESSMENT Our Students and Ourselves: Writing Program Assessment Continuous Improvement or Compliance?: How Accreditation Changes Writing Program Assessment Erik Juergensmeyer, Fort Lewis College Have You Read the Textbook? Candid Results of an Anonymous First-Year Writing Survey Clancy Ratliff, University of Louisiana at Lafayette Learning Assessment: A Checklist Approach Matthew Parfitt, Boston University Aligning Assessment and Placement Efforts for First-Year Writing Susan Miller-Cochran, North Carolina State University

D6 Governor Room DIGITAL To Go Digital, to Not Go Digital: That is the Question? Re-Conceiving the "Safe House": How Writing Centers are Adapting to the Proliferation of Multimodal Compositions Jeffrey Kirchoff, Bowling Green State University Get Off My Property: Classroom Social Networking From the Student’s Perspective Jacob Craig, University of Arkansas, Little Rock Hiking the Rocky Terrain of a Multi-Campus Virtual Writing Center Anne Maxham, Antioch University

D7 Victory Room LABOR DIVIDE Success Beyond the Research University: Building Frameworks for Graduate WPA Preparation Jaclyn Wells, University of Southern Indiana Kristine Johnson, Xavier University Patrick Shaw, University of Southern Indiana

D8 Capitol Room THEORETICAL PERSPECTIVES/WPA Writing Through the Genres A WPA and Faculty Members’ Guide Undergraduates to Value Their Emerging Identity as Writers in Their Major Kathleen Jernquist, United States Coast Guard Academy Restructuring the Culture of Writing at Winston-Salem State University: Improving Writing in the Major Pamela Simmons, Winston-Salem State University Two Years in and So Far Away: Checking in on the Longitudinal Study of Student Writing at Wofford College John D. Miles, Wofford College Communicating the Goals of “Writing Through Literature” Mary Isbell, University of Connecticut, Storrs 4:15pm- 4:25pm BREAK Sponsored by Bedford/St.Martins

4:30pm- 5:45pm E SESSIONS

E1 The University Room WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS The Tutorial Perspective One on-One Writing Tutoring and the Learner-Expert Dynamic Daniel Sanford, University of New Mexico reFormation: Examining Tutorial Report Form Design and Implementation Elizabeth Powers, Florida State University What Should We Do With All This Data? Designing a Writing Center Study Sarah Stanley, University of Alaska, Fairbanks Richard Carr, University of Alaska, Fairbanks

E2 The Heidelberg Ballroom LABOR DIVIDE Graduate Students as University Administrators: Learning, Seeing, Building Frameworks for Success Jennifer Forsthoefel, Georgia State University Andrew Davis, Georgia State University Oriana Gatta, Georgia State University Lara Smith-Sitton, Georgia State University Alice J. Myatt, University of Mississippi

E3 Paramount Room PEDAGOGY Writing: Multicultural, Transnational, ESL Is Escrito en Español Writing? Carra Leah Hood, Stockton College, New Jersey Is This in Your Own Words? Learning the Expectations of a Discourse Community Breana Bayraktar, George Mason University Fostering Language Diversity in a Writing Program Amanda Athon, Bowling Green State University

E4 Governor Room WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS Socially Constructed Writing Classroom Partnering: A Prototype for Transforming First-Year Writers’ Conceptualization of Academic Writing Calley Hornbuckle, Columbia College, South Carolina Questioning the Pedagogical Value of Peer Review Susan Schorn, University of Texas, Austin

E5 King Room THEORETICAL PERSPECTIVES/WPA Technology and the Future of Sustainable Composition Open Educational Resources: More Than Just Free Textbooks Charles Lowe, Grand Valley State University Elizabeth Woodworth, Auburn University at Montgomery Administrative Tensions: Textbooks and Sustainability Margaret Munson, Arizona State University Is It Time to Rethink Composition's Technology Ecology? Julia Voss, Ohio State University

E6 Louisiana Room MENTORING Hierarchical Divide: What Does Each Entity Have to Offer? Enacting a Transnational Writing Program in China and America William Lalicker, West Chester University Exploring Possibilities for Assessment in the Framework’s “Habits of Mind”: A Large University Writing Program’s Recent Experiences Leveraging the Washback Effect J.S. Dunn Jr., Eastern Michigan University Legitimizing the Illegitimate: Confronting Obstacles to Writing Programme Development at the University of the West Indies, Mona campus Caroline Dyche, University of the West Indies, Mona Campus Time to Think about “Evaluating the Intellectual Work of GSAs?” Brian Ray, University of North Carolina-Greensboro

E7 Victory Room PEDAGOGY The Conference on Basic Writing at the CWPA A Strategic Partnership: Strategy Instruction in the Basic Writing Classroom Melissa Ianetta, University of Delaware Writing at Wedonwan U: A Simulation Debating the Place of Basic Writing Marcia Buell, Northern Illinois The South’s Most Democratic College (1947-1973) Shannon Carter, Texas AM-Commerce

E8 Capitol Room DIGITAL The Affordances and Constraints of 'Doing' Multimodal WPA Work at Rural Institutions Jessie Blackburn, University of Pittsburgh Bradford Heidi Harris, Eastern Oregon University

5:45pm-9:00pm Riverview A SIGS/meetings arranged on your own

6:00pm Cocktail Reception Sponsored by W.W. Norton

7:15pm- 8:00pm Riverview A WPA-GO SIG Dinner- Arranged on your own

8:30pm Place- TBA WPA Graduate Organization- (WPA- GO) Meet and Greet Sponsored by Hayden-McNeil

Saturday, July 16th 6:30am – 7:45am The Kingfish Restaurant Complimentary breakfast for all registered hotel guests

7:45am – 8:15amRiverview B Daily announcements

7:00am – 7:00pm The Gallery Exhibits

8:00am – 5:00pm Riverview A Open Conversation Session

8:30am- 9:45am F SESSIONS

F1 University Room FYC AND THE FUTURE On-going Issues of Curriculum and Writing Placement Validity: Adapting an ESL First-Year Composition Program to a Multi-Lingual Campus Diane Kelly-Riley, Washington State University Writing Program Nancy Bell, Washington State University, Pullman Andrea Davis, Washington State University Tri-Cities

F2 Victory Room ASSESSMENT Product, Process, and Person: Considering the Ethics of Teaching and Assessing "Habits of Mind" in the Framework for Success Joseph Janangelo, Loyola University Chicago Kristine Johnson, Xavier University Elizabeth Vander Lei, Calvin College

F3 Paramount Room WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS Contextualizing Success in Writing Center Spaces Sarah E. Harris, University of Arizona Erica Cirillo-McCarthy, University of Arizona Crystal Fodrey, University of Arizona

F4 Heidelberg Ballroom ASSESSMENT This session is sponsored by The Conference on College Composition and Communication. Solving Writing Problems: Reframing What Students Need to Know and Do Solving Writing Problems via Writing-Center’d Pedagogy Rita Malenczyk, Eastern Connecticut State University The Decoder Assignment: Solving Once and Future Writing Problems in the Composition Classroom E. Shelley Reid, George Mason University The Appeal of Writing as Problem Solving to Science and Engineering Students Charles Lowe, Grand Valley State University Communicating Science as a Problem-Solving Task in WAC/WID Courses: The 'Evaluate a Psychological Claim' Assignment Sue Doe, Colorado State University Re-solving Writing Epistemologies: Student Problem Solving as Grand Unification Theory Keith Rhodes, Grand Valley State University

F5 Governor Room THEORETICAL PERSPECTIVES/WPA Redefining Identities The Prospects of Ecological Feminist Agency for WPAs: Redirecting Success towards Flourishing Kate Ryan, University of Montana The WPA as Disciplinary Activist? William Duffy, Francis Marion University Writing Programs Writ Large-- With Reading Pedagogy Debrah Huffman, Indiana University Purdue University Fort Wayne

F6 King Room WAC/WPA What Is a Writing Program in a Changing University or College: New Goals, Services, and Partnerships The Power of Naming: Developing Identity and Purpose Linda Adler-Kassner, University of California, Santa Barbara An Equal Opportunity Composition Curriculum at John Jay College of Criminal Justice Mark McBeth, John Jay College of Criminal Justice/City University of New York The Writing Program as a Site of Inquiry: Leveraging the Writing Program’s Place in a Research University Shirley Rose, Arizona State University Joint Hiring Positions: How We’re Partnering with the College of Education to Address College Readiness Charles Paine, University of New Mexico

F7 Louisiana Room MENTORING The Wild Rumpus: Building Successful Writing Programs Through Professional Development Session I Matchmakers: Aligning Interests and Professional Development Options in the Writing Center William J. Macauley, Jr., The College of Wooster Work in Progress: Writing Center as Mentoring Center Carole Clark Papper, Hofstra University Using Community to Promote Professional Development in WID Programs Joel Wingard, Moravian College An Intensive Faculty Enrichment Program for Full-time Instructors in an Independent Writing Program Donna Nelson-Beene, Bowling Green State University Engaged Assessment: Involving PTF, GTAs, and Lecturers Gwen Gorzelsky, Wayne State University Assessment Leading to Better Professionalization Mary Goldschmidt, The College of New Jersey Teaching Portfolios for Stronger Program Assessment and Professionalization Edwina Helton, Indiana University East

F8 Capitol Room LABOR DIVIDE Investigating Competing Identities and Intersecting Spaces among Graduate Teaching Assistants Logan Bearden, Florida State University Emani Jerome, Florida State University Kendra Mitchell, Florida State University

9:45am- 9:55am BREAK Partial sponsorship by Oxford University Press

10:00am- 11:15am G SESSIONS

G1 University Room DIGITAL Technology and its Effects on the Composition Classroom Reluctantly Adopting Pearson’s MyWritingLab: Wrestling With Data and Lingering Questions Sarah Bartlett Wilson, Trinity Washington University The Information Problem: Analyzing the Data on Source (Mis)Use in College Composition Randall McClure, Georgia Southern University Beyond Quality Matters: Developing Standards for Online Composition Courses Rick Carpenter, Valdosta State University

G2 Heidelberg Ballroom FYC AND THE FUTURE Doing Democracy in FYC: Promoting Civil Discourse Post Tucson Tragedy Anne-Marie Hall, University of Arizona Amy Kimme Hea, University of Arizona Katie Silvester, University of Arizona Jessica Lee, University of Arizona

G3 Paramount Room PEDAGOGY THE LITERACY RISK FACTOR: Using Writing Skills Assessment to Enhance the Success of At-Risk Students John Wittman, California State University, Stanislaus Alexandria Janney, California State University, Stanislaus

G4 King Room WAC/WPA Successful Curriculum Redesign: Lessons from Practice Operationalizing the WPA Outcomes Statement through Curricular Design, Faculty Training, and Assessment Justin Everett, University of the Sciences A Digital Presence for Writing Programs Cristina Hanganu-Bresch, University of the Sciences The Role of Writing Center Peer Tutors in Reinforcing the Writing and Rhetoric Common Curriculum Miriam Diaz-Gilbert, University of the Sciences Implementing Themed Writing Courses in the Outcomes-Driven Curriculum Amy d'Antonio, University of the Sciences

G5 Louisiana Room MENTORING The Wild Rumpus: Building Successful Writing Programs Through Professional Development Session II A Thousand Flowers Blooming: Homegrown Grassroots Professional Development in FYComp Programs Michael Day, Northern Illinois University It's Not Training: Seminars in Writing Studies for Writing Teachers Joe Bizup, Boston University Certifying the Process: Making it Worthwhile with Awards for Professionalization Patricia Freitag Ericsson, Washington State University Democracy and Governance in Writing Programs Jonathan Hunt, Stanford University Doin’ Professional Work in/on the Institution: (Knowledge-Intensive) Labor as Cultural Capital for Critique and Change Justin Jory, University of Colorado, Colorado Springs Program Ethos and the Mentoring of Composition Teachers Deborah Coxwell Teague, Florida State University When Professional Development Is Also Public Relations Laurie Cubbison, Radford University Thinking Through Practice: An Interdisciplinary Graduate Pedagogy Seminar at a Community College Peter M. Gray, Queensborough Community College, CUNY Herding Cats: You Want Me to Teach What? Leslie A. Werden, Morningside College

G6 Governor Room MENTORING Writing Through the Years and Places Positioning Dual Credit: Possibilities for Reciprocity between High School and College Caroline Wilkinson, University of Louisville What Are the Advantages of Systemic Rather Than Relationship-Based Campus Writing Structures? Scott Warnock, Drexel University How Does a First-Year Writing Program Assess, Reflect, and Change? Susan Wolff Murphy, Texas A&M University-Corpus Christi

G7 Victory Room THEORETICAL PERSPECTIVES/WPA Looking Back, Charging Ahead: The WPA Summer Conference Darsie Bowden, DePaul University Peter Vandenberg, DePaul University

G8 Capitol Room FYC AND THE FUTURE From the Undergraduate Perspective Writing Process Images: What Our Students Might Teach Us Lisa Lebduska, Wheaton College, Norton FYW Researchers in Action: Piloting a Multi-Section Researchers in Action Network Forum (RANF) in FYW Courses Moriah McCracken, The University of Texas, Pan American Interns in FYC: Promises and Pitfalls Sean Barnette, University of Tennessee

11:30am – 1:15pm RIVERVIEW B Lunch

 Buffet Lunch  Awards WPA Best Article Award, presented by Elizabeth Vander Lei WPA-GO Travel Grant Awards, presented by Megan Schoen, Cristyn Elder and Laurie Pinkert  Plenary Address

“Balance and Boundaries: Legislative Decision Making about Education” Barbara Cambridge, Indiana University Purdue University Indianapolis. Introduced by Rita Malenczyk, Eastern Connecticut State University

1:30pm- 2:45pm H SESSIONS

H1 University Room ASSESSMENT Socially Produced and Subject to Questioning: Making Valuation and Teaching Labor Public in Writing Program Assessment Tony Scott, UNC Charlotte Lil Brannon, UNC Charlotte

H2 Louisiana Room MENTORING Strategies for Constructing Effective CVs: Part 2 Duane Roen, Arizona State University Joseph Janangelo, Loyola University Chicago In Memory of Stuart Brown Sponsored by WPA-GO

H3 Paramount Room MENTORING “Entering” the Field of WPA Work: Approaches Beyond Coursework and Internships Timothy Dougherty, Syracuse University Mary Larlee, University of Maine Laurie A. Pinkert, Purdue University

H4 Heidelberg Ballroom LABOR DIVIDE Examining the Roles of Graduate Students in Program Writing Assessment Charles Paine, The University of New Mexico Genesea Carter, The University of New Mexico Cristyn L. Elder, Purdue University Lindsay Dunne, University of Maryland, College Park Jacob Babb, University of North Carolina at Greensboro Respondent: Carol Rutz, Carleton College

H5 King Room WRITING GUIDE: PEER REVIEW, TUTORS, CENTERS Writing Center Perspectives Assessing Engaged Learning in the Writing Center: Building a Model from the Ground(ed Theory) Up Ann Theodori, Sam Houston State University Training Peer Tutors to Reinforce Metacognitive Habits of Mind in the Writing Center Sarah Primeau, Eastern Michigan University

H6 Governor Room PEDAGOGY Framework For Success as Habit of Mind for Instructional Design Lorna Gonzalez, UC Santa Barbara Kara Otto, UC Santa Barbara

H7 Victory Room THEORETICAL PERSPECTIVES/WPA Redefining Composition and Valuation of Student Writing Rhetorical and Material Strategies for Gaining Composition’s Independence Kim Gunter, Appalachian State University Towards a Homegrown Writing Assessment Darci Thoune, University of Wisconsin-La Crosse Ground Floor, Going Up: Seeking Success Strategies for Structuring a Writing Program Sharon Burns, UC Clermont College Jo Ann Thompson, UC Clermont College

H8 Capitol Room FYC AND THE FUTURE Accountability: The Program and the Student Responsibility vs. Accountability: How Can We Balance the Two in Our Classes and Programs? Brandon Fralix, Bloomfield College, Bloomfield, NJ Fast Transfer: Observational Research on Undergraduates’ Source-Search Practices Doug Downs, Montana State University 2:45pm- 2:55pm BREAK

3:00pm- 4:15pm I SESSIONS

I1 University Room THEORETICAL PERSPECTIVE/WPA "Veteran Friendly Writing Programs": Strategies for Contributing to Student-Veterans' Success Sue Doe, Colorado State University Lisa Langstraat, Colorado State University Erin Hadlock, Colorado State University

I2 Paramount Room DIGITAL The Promise and Perils of Online Teacher Training Dan Cryer, University of New Mexico Lindsey Ives, University of New Mexico

I3 Governor Room LABOR DIVIDE Working Outside the Framework: Bottom-Up Training for Future WPAs "In the Middle, At the Edges, Behind the Scenes: Locating Grad Students and WPAs" Benjamin Miller, CUNY Graduate Center "Zoom in, Zoom Out: Scaling the WPA/Grad Student Map" Dominique Zino, CUNY Graduate Center "Writing Across Campuses: Becoming Literate in Writing Program Administrations" Diana Epelbaum, CUNY Graduate Center "Open Door, Open Source: Toward a Sustainable Future in WPA Training" Amanda Licastro, CUNY Graduate Center "A First-Year Perspective: Practicums, Practicality, and Remapping the Gaps Between" Andrew Lucchesi, CUNY Graduate Center

I4 Louisiana Room MENTORING Challenges in Building Academic Literacy: The Intersect Between Community Colleges and Universities Richard Matzen, Woodbury University Jia-Yi Cheng-Levine, College of the Canyons

I5 King Room FYC AND THE FUTURE Committing to Writing Practices Are All Semesters Created Equal? Outlining a Multi-Semester Study Becky L. Caouette, Rhode Island College The Contested Program: Faculty Knowledge, Faculty Development, and Composition Program Focus at a Four-Year Public Institution, Part II Patrick Shaw, University of Southern Indiana Encouraging Transfer within FYC: Study Results and Strategies for Tracing the Operalization of Writing- Related Knowledge within Composition Lauram Martinez, University of Central Florida Basic Writing and the Gateway Grant Shawn Hellman, Pima Community College

I6 Heidelberg Ballroom THEORETICAL PERSPECTIVES/WPA Strategies for Using The Framework for Success in Postsecondary Writing Linda Adler-Kassner, University of California, Santa Barbara Darsie Bowden, DePaul University Dominic Delli Carpini, York University Susanmarie Harrington, University of Vermont

I7 Victory Room PEDAGOGY Teaching Developmental Writing to At-Risk Students Cynthia Scurria, Alcorn State University Murray Shugars, Alcorn State University Jeanine Rauch, Alcorn State University

I8 Capitol Room THEORETICAL PERSPECTIVES/WPA What’s WPA Got to do With It? A Long Time Coming Pat Burnes, University of Maine Are Our SLOs Based on WHAT? Gauging the Successful Penetration of the WPA Outcomes Statement in the Field Mitzi W. Jones, University of Arkansas WAC/WID: Ideals and Ideas for New Programs Patricia Lynne, Framingham State University

4:15pm- 4:25pm BREAK

4:30pm- 5:45pm J SESSIONS J1 University Room PEDAGOGY Does the Label Change the Meaning? Lighten Up, Watson: The Pedagogical Implications of a Posthumanist Grammar Ron Brooks, Oklahoma State University Does Theory Matter? Pedagogy in First-Year Composition Courtney Adams Wooten, University of North Carolina, Greensboro The Error in Error Deirdre Vinyard, University of Massachusetts, Amherst

J2 Louisiana Room MENTORING Determining Educational Needs of Future WPAs: The Results of the WPA-GO Survey Cristyn Elder, Purdue University Megan Schoen, Purdue University

J3 Paramount Room DIGITAL A Year in the STUDIO: Launching, Assessing, and Questioning a New Developmental English Program Jonikka Charlton, University of Texas-Pan American Colin Charlton, University of Texas-Pan American

J4 Heidelberg Ballroom LABOR DIVIDE Graduate Students, TA’s and FYC Preparing New Teachers for Developmental Writing: Sites and Strategies Heather Camp, Minnesota State University, Mankato The Graduate Resource Center at the University of New Mexico: Writing Support for Graduate Students, and Bringing Together Stakeholders to Accomplish Shared Goals Daniel Sanford, University of New Mexico Strategies for Success: Preparing New Graduate Students to Teach Wendi Sierra, North Carolina State University

J5 King Room WAC/WPA Interdisciplinary Writing: Pros, Cons and In-Between Decoding the “Tower of Babble”: Finding New Frameworks Across the Disciplines Carroll Ferguson Nardone, Sam Houston State University Renée Gravois Lee, Sam Houston State University

J6 Governor Room FYC AND THE FUTURE Models: Problems and Solutions for Composition Practices The Accelerated Learning Program (ALP): A Promising New Model for Basic Writing Peter Adams, Community College of Baltimore County Ethical Internships: Framing the Practical and Legal Considerations of Writing Program Internships Deborah Church Miller, University of Georgia Elizabeth Davis, University of Georgia

J7 Victory Room MENTORING Bards of Bureaucracy: A Perfunctory Poetry Workshop Mark McBeth, John Jay College of Criminal Justice/City University of New York Ben Miller, City University of New York

J8 Capitol Room ASSESSMENT Students Self-Placing for Success: Considerations for Informed and Integrated Directed Self-Placement DSP as Task-Specific Self-Assessment Laura Aull, Wake Forest University Linking Instruction and Assessment Through DSP Tim Green, University of Michigan Using DSP to Support Students Beyond the Classroom Christie Toth, University of Michigan

6:15pm- Dinner Boutin’s Restaurant, an authentic Cajun culinary and musical experience, sponsored by Pearson

Sunday, July 17th 6:30am – 8:30am The Kingfish Restaurant Complimentary breakfast for registered hotel guests

8:45am – 10:15am Riverview B WPA Town Hall Meeting, Future Planning, and Conference Debriefing

10:30am- 12:00pm Riverview B CWPA Executive Board Meeting (Closed Session) [Figure 18]